Latent mean differences in the facets of achievement motivation of undergraduate students and adult workers in the US

2007 ◽  
Vol 43 (7) ◽  
pp. 1687-1697 ◽  
Author(s):  
Sang Eun Woo ◽  
Alyssa Mitchell Gibbons ◽  
George C. Thornton
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
The Us ◽  
Latent Mean Differences ◽  
Mean Differences

Analyzing Observed Composite Differences Across Groups

Methodology ◽  
2013 ◽  
Vol 9 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Holger Steinmetz
Keyword(s):  
Monte Carlo ◽  
Structural Equation Modeling ◽  
Measurement Invariance ◽  
Structural Equation ◽  
Monte Carlo Study ◽  
Equation Modeling ◽  
Factor Loadings ◽  
Latent Mean Differences ◽  
Partial Invariance ◽  
Mean Differences

Although the use of structural equation modeling has increased during the last decades, the typical procedure to investigate mean differences across groups is still to create an observed composite score from several indicators and to compare the composite’s mean across the groups. Whereas the structural equation modeling literature has emphasized that a comparison of latent means presupposes equal factor loadings and indicator intercepts for most of the indicators (i.e., partial invariance), it is still unknown if partial invariance is sufficient when relying on observed composites. This Monte-Carlo study investigated whether one or two unequal factor loadings and indicator intercepts in a composite can lead to wrong conclusions regarding latent mean differences. Results show that unequal indicator intercepts substantially affect the composite mean difference and the probability of a significant composite difference. In contrast, unequal factor loadings demonstrate only small effects. It is concluded that analyses of composite differences are only warranted in conditions of full measurement invariance, and the author recommends the analyses of latent mean differences with structural equation modeling instead.

Psychometric Properties and Measurement Invariance Across Sex of the Wong and Law Emotional Intelligence Scale in Chinese adolescents

2020 ◽  
pp. 003329412097263
Author(s):  
Meilin Di ◽  
Xinping Deng ◽  
Jingjing Zhao ◽  
Feng Kong
Keyword(s):  
Emotional Intelligence ◽  
Measurement Invariance ◽  
Factor Model ◽  
Chinese Adolescents ◽  
Female Adolescents ◽  
Intelligence Scale ◽  
Male Adolescents ◽  
Latent Mean Differences ◽  
Emotional Appraisal ◽  
Mean Differences

The aim of this study was to validate the Wong and Law Emotional Intelligence Scale (WLEIS) in Chinese adolescents by examining factor structure, sex-related measurement invariance and latent mean differences, reliability, and criterion-related validity.A total of 1674 Chinese adolescents aged 12–17 years old (Mage = 15.26, SD = .58) were recruited. Results of confirmatory factor analysis (CFA) supported the four-factor model of the WLEIS as the best fit to the data. Multi-group CFA suggested that the measurement structure of the WLEIS was invariant across sex. Testing for the latent mean differences showed that male adolescents scored lower on the Other-Emotional Appraisal subscale, but scored higher on the Regulation of Emotion subscale than female adolescents. Furthermore, all the subscales of male and female adolescents had satisfactory composite reliability. Finally, the WLEIS had favorable criterion-related validity with self-esteem, life satisfaction, positive affect, negative affect and perceived stress. These findings suggested that the WLEIS is a reliable and valid instrument for assessing trait emotional intelligence of adolescents and can be generalized across sex.

Biculturalism and Self-Esteem: Differential Associations Based on Cultural Domain

2021 ◽  
pp. 073998632110425
Author(s):  
Paulette D. Garcia Peraza ◽  
Angela-MinhTu D. Nguyen ◽  
Joshua Corona ◽  
Sadie S. Amini
Keyword(s):  
Undergraduate Students ◽  
Mexican American ◽  
Self Esteem ◽  
Cultural Orientations ◽  
The Us ◽  
Values And Beliefs ◽  
Cultural Domain ◽  
Theory Research ◽  
Multiple Domains ◽  
Collective Self Esteem

Acculturation is multidimensional in that it encompasses both heritage and dominant cultural orientations, and it can take place across multiple domains; therefore, biculturalism, an acculturation strategy involving strong orientations to both heritage and dominant cultures, can also occur for the domains of behaviors and practices, values and beliefs, and cultural identity. The current study is the first to compare the relations between biculturalism and self-esteem across these three cultural domains. Mexican American undergraduate students ( N = 219; Mage = 18.82 years, SD = 1.09), who were primarily women (72.15%) and born in the US (81.74%), responded to an in-person survey. We found that biculturalism is differentially associated with personal and collective self-esteem depending on the domain, with stronger associations for bicultural behaviors and weaker associations for bicultural values. Our findings highlight the importance of recognizing the multidimensionality of biculturalism in theory, research, and practice.

Validation, factorial invariance, and latent mean differences across sex of the Depression, Anxiety, and Stress Scales (DASS-21) in Ecuadorian university sample.

2022 ◽  
Author(s):  
Ricardo Sanmartín ◽  
Raquel Suria-Martínez ◽  
María de Lourdes López-López ◽  
María Vicent ◽  
Carolina Gonzálvez ◽  
...  
Keyword(s):  
Factorial Invariance ◽  
Latent Mean Differences ◽  
Mean Differences

scholarly journals Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Gaye D. Ceyhan ◽  
John W. Tillotson
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Intrinsic Value ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value ◽  
Research Experiences ◽  
Research Findings ◽  
Future Work

Abstract Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

scholarly journals Measuring Individuals’ Misogynistic Attitudes: Development and Validation of the Misogyny Scale

2021 ◽  
Author(s):  
Bettina Rottweiler ◽  
Paul Gill
Keyword(s):  
Factor Analysis ◽  
Discriminant Validity ◽  
Age Groups ◽  
Strong Relationship ◽  
Hostile Sexism ◽  
Medium Effect ◽  
Extensive Literature ◽  
Male And Female ◽  
Latent Mean Differences ◽  
Mean Differences

Across three studies based on a nationally representative survey (n = 1500), we developed and validated the misogyny scale. Initial items were generated from an extensive literature search and subsequently derived from validated scales assessing internalised misogyny, hostile sexism, and hostility towards women. Construct and measurement validity were established across several studies. An exploratory factor analysis (Study 1, n = 750) established the factor structure of the 10-item misogyny scale. In study 2 (n = 750), the 10-item structure was replicated via confirmatory factor analysis. The misogyny scale displayed good convergent (i.e., significant and strong relationship with male sexual entitlement, masculinity related violent beliefs and willingness to use violence) and discriminant validity (i.e., no relationship with analytical thinking). In study 3 (n = 750), we established measurement invariance across gender and age groups. This allows researchers to deploy the scale among male and female individuals, across different age groups as well as to assess latent mean differences. Significant latent mean differences for all three latent factors emerged between male and female participants, demonstrating that men had significantly stronger misogynistic attitudes than women (MDiff1 = -.482***; MDiff2 = -.324***; MDiff3 = -.197***). The latent mean differences ranged from small (Cohen’s d2 = .27; Cohen’s d3 = .19) to medium effect sizes (Cohen’s d1 = .38). The strongest latent mean differences between age groups were found for the factor ‘manipulative and exploitative nature of women’. Older age groups reported significantly stronger attitudes relating to this factor than younger participants. The misogyny scale will allow researchers to explore the psychological antecedents and consequences of misogyny among population samples and the subsequent findings may have important practical implications for prevention and intervention programs on violent (extremist) propensity development.

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